VIT Standards for Graduating Teachers

Professional Practice
Teachers create and maintain safe and challenging learning environments
Graduating teachers will:

5.1 establish clear expectations of behaviour for a safe learning environment for all students, including learning environments utilised outside school environments.

I believe safety is a paramount concern for students, not only physically but also emotionally and culturally.  My Classroom Management Plan operates on a basis of respect, inclusiveness and responsibility.  Having had the experience of being a pre-service teacher in two different educational settings I have observed a number of different classroom management styles, and been able to judge which were effective and which would suit my own personality and teaching philosophy.  I hope to be able to successfully implement my own plan and style and that instilling a sense of respect and responsibility within the classroom will then extend to areas outside.

5.2 be aware of and can use a range of strategies to establish a positive and inclusive learning environment where all students can learn and are challenged.

As part of a collaboration with three other pre-service teachers I participated in designing an Ideal School, that was then presented to our peers.  The educational philosophy underpinning the school was based on respect, equity and achievement, and included many strategies and design elements specifically to accommodate inclusion of all students.  The fundamental concepts of the school and curriculum design correlate strongly with the Principles of Learning and Teaching.  Although it is difficult for one teacher to implement these kinds of strategies across a whole school, I will definitely be using the same principles within the microcosm of my classroom.

5.3 work within the legal and ethical framework expected of all teachers and maintain appropriate professional relationships with students.

While I believe it is imperative to develop strong relationships with students, it is equally critical that those relationships be framed within the legal and ethical framework of the teaching profession.  I have participated in seminars on this topic run by the Australian Education Union, and have read and will continue to refer to the VIT Code of Conduct.

5.4 work cooperatively and purposefully with colleagues and other professionals who share responsibility for the learning and welfare of their students.

I have worked collaboratively with other teachers on particular items and activities (such as assessment rubrics discussed at 1.3 and planning discussed at 7.4) but also generally.  As a pre-service teacher I was always happy to assist with my mentor teacher's lessons, and helped out in any capacity possible.  Not only was this wonderful experience for me, helping me to develop good relationships with students in the class, but it also built a strong mutually respectful relationship with my mentor.  I received some excellent, unsolicited feedback from her in that respect.